Week10 Reading Blog

Technician – How do I crack this code?

2.1 Provides a thorough account of these developmental influences, supported by key theorists, frameworks, literature &/or research 

2.2 Recognises subtle differences & levels in literacy & numerical learning & development according to age, ability, culture & social circumstances. 

Keywords:  Critical Literacy, code breakers, Literacy programs, mathematical teaching,

teacher attitude, teaching methods, student achievement.

What?

The two readings I have selected for this week are the following two articles:

·      Using the Everyday to Engage in Critical Literacy with Young Children

o   Vivian Vasquez

·      Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement

o   Heather C. Hill, Brian Rowan & Deborah Loewenberg Ball

So What?

Using the Everyday to Engage in Critical Literacy with Young Children

o   Vivian Vasquez

At the time this article was published Vasquez had explored critical literacy in different settings, focusing on children between the ages of 3 to 8 for over 14 years. Her research shows that children are adept and eager to contribute to discussions that are significant and influence their daily lives. Often times it is the adults who were uncomfortable speaking with children about sensitive matters or concerns. For this particular article the author worked with five children (two girls and three boys) over a two-week period. They deconstructed and re-designed a Fruity Pell-outs box, fruit candy snacks for children, as they engaged in critical literacies. Critical literacies use language to exercise power, improve daily life and to analyze practices of freedom and inequality. A curriculum that utilizes everyday textual/print materials and popular culture will have great learning potential for linguistically and culturally diverse group of learners, who can choose text which are readily available that is relevant, fascinating and exciting to them. (Vasquez, 2007)

Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement

o   Heather C. Hill, Brian Rowan & Deborah Loewenberg Ball

This study shows the relationship between teachers’ mathematical knowledge for teaching to mathematical achievement of their students in the first and third grades. Coming from varied social backgrounds, student sample size included 1190 first grade students and 1773 third grade students. Schools included were located in different policy and social environments. Teacher sample comprised of 334 first grade teachers and 365 third grade teachers, approximately 90% had more that 12 years teaching experience.  Results of the study show that teachers’ mathematical knowledge was directly proportional to students’ mathematical achievement.  The results from the first grade students suggest that even at this early stage teachers’ mathematic content knowledge plays a vital role. Further more findings suggest that measures for teacher knowledge should be content specific to the knowledge used in teaching students. (Hill, 2005)

Now What?

The Literacy article is very informative, practical and offers up many ideas on how to exercise critical literacies by deconstruct and reconstruct everyday texts and print that children of all ages bring to the classroom. The author offers different ways of approaching text that can be appropriate for children from diverse cultural, economic and social background. This article has definitely help me to better appreciate how as educators we can facilitate children’s appreciation of literacy in their daily lives.

In comparison, the Numeracy article is a lot more technical and complex. This article inspires me to master subject content knowledge and improve teaching style, they suggest that a teacher’s effectiveness is due to both the knowledge of content but also how to teach that content.

Bibliography

Hill, H. C. (2005). American Educational Reasearch Journal , 42 (2), 371-406.

Vasquez, V. (2007). Using the Everyday to Engage in Critical Literacy with Young Children. New England Reading Association Journal , 43 (2), 6-11, 97-98.